School-Based Participatory Arts for Psychosocial Adjustment and Well-Being in Health Emergencies: An Embedded Mixed-Methods Study

Background: The COVID-19 pandemic disrupted school life worldwide, heightening risks to students’ psychosocial well-being and mental health, and creating an urgent need for sustainable support strategies during crises. Drama-based interventions, as participatory arts-based approaches, are proposed as flexible interventions that can strengthen resilience, social interaction, and emotional expression in school communities. Objective: This study evaluated the impact of a large-scale, short-term, remote drama-based intervention on the psychosocial adjustment and well-being of primary school students during the pandemic. Methods: An embedded mixed methods design with a pre-post measurement was employed, involving 239 teachers and 719 students aged 9–13 years from schools across various regions of Greece. Psychosocial functioning was assessed using a standardized instrument measuring levels of social, school, and emotional competence, as well as behavioral difficulties. The intervention, totaling 700 min over seven weeks, followed a five-day weekly structure that combined health-focused and psychosocial activities. Results: Quantitative findings indicated improvements across several dimensions of psychosocial adaptation and well-being, while Reliable Change Index analysis revealed important individual-level changes. Qualitative data corroborated these results, highlighting enhanced peer collaboration, increased emotional expression, and stronger classroom cohesion, while also emphasizing the adaptability and scalability of the approach under restrictive conditions. Conclusions: The findings suggest that such artful interventions can make a meaningful contribution to promoting well-being and sustaining the educational and social life of school communities during public health emergencies, thereby adding to the applied psychology evidence based on effective school health interventions.